A collection of short junior science and biology videos. These videos are watched by my students before class so we can spend class time doing more interesting active learning tasks.
I am a certified highly accomplished teacher and I researched video learning for my PhD.
I made these videos in Brisbane (Meanjin) on the land of the Turrbal and Yuggera people who have lived here for 35,000 years and their ancestors for more than 60,000 years. Always was and always will be Aboriginal land.
My neurotype is multiply-divergent (ASD, ADHD, left handed). I am an LGBTQIA + Ally and disability advocate. Different, not less. Inclusion matters.
If you want me to make a video about a science concept, please send me an email. Also, if you want some ideas about in class activities to practice and deepen knowledge about any of these topics please send me an email (mr.sciencesteve@gmail.com).
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Here is a video where I explained it in more detail How do fish breathe? A closer look at gills ru-vid.com/video/%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-sXveij9DYPo.html
That is a great question. The oxygen is dissolved in the water. It is just like salt can be dissolved in water. I have made another video about fish gills that covers this in more detail. How do fish breathe? A closer look at gills ru-vid.com/video/%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-sXveij9DYPo.html
58 years of learning, absorping, & transpiring information (because 90% of it just disappears into the ether of my being somehow) and you my learned friend explained this in the best way ever...keep it up mate.
The albedo effect is not as clear cut as the presenter suggests. NASA says, based on satellite data, "Taken across the planet, no significant global trend appears. . . . global albedo rose and fell in different years, but did not necessarily head in either direction for long.." Of course as the arctic melts, the opposite pole freezes, and the highly reflective land areas, such as the deserts, generally remain constant.
I didn't know that. It must be something to do with limiting gas exchange across the gills. This may be because the gills collapse or because the water is not flowing across the gills. Check out this video of mine that talks in more detail about the movement of water across the gills ru-vid.com/video/%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-sXveij9DYPo.html
There is a pH indicator in the solution. I add some hydrochloric acid and it turns pink but then the acid is neutralised by the base so returns to teal colour. I demonstrate it in Year 9.
To answer the question "Why doesn't it work in air?" It technically does. Gills in contact with air will absorb some oxygen. The problem is the mucus, together with the weight of the gills. It makes them collapse in a thin gaseous atmosphere like air. They need to be in a liquid to be spread out properly and have enough surface area. Human lungs technically work in water too, but our problem is that liquid is too dense. We cant cycle it through our lungs fast enough, so we can't get the amount of oxygen we need. Fish just use the momentum of the water passing by them as they swim to cycle new water past the gills. We would have to constantly push liters of water in and out of our lungs to keep up. So why not just have open lungs, like gills? Well, the problem with that is preserving moisture. In water you can just have them exposed because staying hydrated isn't a problem. But on land we need to preserve our moisture as much as possible. So we have our lungs as deep inside of us as possible, with a long airway to moisten any air that goes in. It protects our lungs, making them the last line of defense. That way, first our mouth gets dry, then our throat, and lastly, our lungs.
Thank you for that incredibly thorough answer. I really appreciate your wisdom. I feel motivated to do a follow up video now. I will definately be using this information when I next teach gas exchange to my students. Thanks again!
The issue out of the water is the gills collapse. Reducing the surface area. I have another video that goes into this in more detail: ru-vid.com/video/%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-sXveij9DYPo.htmlsi=f776sugahpkBdhOC
thank u for this! i found this video quite insightful i took some notes + some other tidbits: -we primarily take in information through our senses. this stays in our short-term memory. It is critical for the brain to remain active during this stage as it is currently absorbing information from the environment. - how to learn? generally, a well-learned person is seen as the kind of person that can easily recall things from memory. How they are able to do this with finesse is in their way of regularly practicing the act of converting info stored in their short-term memory into long-term. - Learning techniques: In this video, the “practicing” is boiled down to active learning which can take the forms of: 1) *constant* memory retrieval 2) *purposeful* usage (to avoid forgetting) 3) and *considerable* mental effort (wherein u can get creative w ur studying techniques. try remembering things through diff ways at ranging difficulties)
Hi, thanks for the lovely feedback. I am aiming to make videos to cover all syllabus objectives in Units 3 and 4. Then I will redo Units 1 and 2 next year. I assign these videos for pre-learning prior to the lesson. Then in class, I do a reteach using the same PPT for multiple exposures. I have tried to really reduce the amount of detail on the slides to reduce extraneous cognitive load. This also reduces the amount of time explicit teaching, freeing up time for practicing and deepening. The videos are available to the students in their OneNote so they can access them again for revision for the external. Enjoy the rest of your holidays!
